About Dr Aliakbar Tajik
I am Ali Akbar Tajik, a doctoral graduate in English Language Teaching. For many years, I have been passionately engaged in teaching at universities and schools across Iran. My enthusiasm extends beyond the classroom, as I am continually seeking to explore the frontiers of linguistic knowledge and discover innovative approaches to facilitate English language learning.
I am particularly captivated by the transformative potential of Artificial Intelligence (AI) in English language education. Currently, as a researcher, I am deeply investigating issues related to language acquisition and the impact of AI on this process. I aim to design groundbreaking educational tools and methodologies by integrating linguistic expertise with cutting-edge AI technologies, ultimately making language learning more enjoyable, efficient, and accessible for all.
If you share an interest in linguistics, AI in education, or language acquisition, I would be delighted to exchange ideas and collaborate on joint research projects. By energizing our knowledge and experiences, we can take significant strides toward enhancing the quality of English language education in our country.
Recent Comments
🌟 Recently Reached a New Theory – The Scaffolded Motivator Model
Our latest study didn’t just compare Duolingo’s gamified platform with Replika’s conversation-driven AI for teenage EFL learners — it led us to a new theoretical framework: the Scaffolded Motivator Model.
This model explains how adaptive gamification can sustain engagement, enhance listening comprehension, and foster self-regulation, while conversational AI deepens reflective learning — and how blending them strategically can produce more autonomous, critically aware language learners.
📄 Discover the full theory, data, and implications in the preprint: https://doi.org/10.21203/rs.3.rs-7558517/v1
💬 Feedback and scholarly debate are highly encouraged — they’ll help refine this model before journal publication.
I hereby submit my manuscript, entitled "Exploring the Role of AI-Driven Dynamic Writing Platforms in Improving EFL Learners' Writing Skills and Fostering Their Motivation: An Integrative Study," for your consideration in the Journal of Educational Technology Systems. This study investigates the intersection of artificial intelligence and foreign language education, focusing on how AI-driven platforms can transform writing instruction for EFL learners by enhancing linguistic proficiency and fostering motivation.
The present manuscript employs a mixed-methods approach to evaluate the efficacy of AI-powered writing tools. By analyzing data from IELTS-based assessments, motivation scales, and semi-structured interviews with EFL learners, the study reveals significant improvements in coherence, vocabulary, grammatical accuracy, task accomplishment, and learner motivation among students who used AI platforms. These findings emphasize the potential of AI tools to foster learner autonomy, engagement, and personalized educational experiences, thereby addressing a critical gap in current literature on technology-enhanced language teaching.
This research makes a distinctive contribution to the field by integrating both quantitative and qualitative insights in order to provide a comprehensive understanding of the role of AI-based platforms in developing EFL learners' writing skills. It emphasizes the transformative capabilities of these tools in creating tailored, interactive learning environments, while also reflecting on challenges and limitations. The study's practical implications are intended to guide educators and curriculum designers in leveraging AI technologies to enhance writing instruction and learner motivation.
Given the journal's focus on the integration of technology into educational systems, it is anticipated that this manuscript will align with its aims and resonate with its readership. The study explores the interplay between AI technologies and language instruction, thereby bridging the theoretical and practical domains, and contributing to a deeper understanding of how innovative tools can enhance educational outcomes